When I graduated high school and began my college career, it never occurred to me that my calling was to become an educator. I thought I wanted to be a doctor or a medical researcher because I have a love for all science and I have a deep desire to help people. Realizing these two interests was fundamental in assisting the discovery of my teaching vocation. I also had inspiration from my high school football coach, who was a physical education teacher, and a secondary science teacher before that. He is a person that wants to make extraordinary people, not just great athletes. He was someone I could see as a honorable and worthy role-model (successful teacher, championship winning coach, and always at the side of his wife, who has struggled with multiple sclerosis for the last few decades) . I've tried to model myself after him and my father, whom I've held in high regard all my life.
Five years ago, I became a volunteer for Westerly Pee Wee Football’s senior team, which incorporates young adolescents aged 12 to 14. I wanted to give back to the Westerly football community after being a part of it for nine years previously. My coaches were leaders and motivators, several of them being teachers (even in the Youth level) and wished to become like them. I continually went to practices and became an official assistant coach midway through the season. Everyday I looked forward to practice because I ended up connecting with the players. I liked their quirky personalities, their goofy humor, their honest determination, and still mostly innocent view of the world.
When I meet a new player, or any young adolescent, I now see a person full of potential. I want to help shape them into confident, intelligent, and analytical people. I love coaching, and have become respected among fellow coaches and players’ parents. I became an officer in the Pee Wee organization a year ago. These accolades, however, are all by-products of my dedication and love of my players, and mean little when compared to the joy I get out of helping them succeed. Therefore, when I applied to the University of Rhode Island’s graduate school, I applied to the School of Education instead of the biological and environmental sciences program. Coaching had led me to my new dream and true calling: to become a middle school science teacher.
The first thing I did once I received my degree in biological sciences a year and a half ago was to become a substitute teacher for Westerly Public Schools. I approach the job with what I learned from coaching: compassion and understanding of any students I meet, because I do not know their personal background. I also know that each student also has a specific talent. I have substituted for general education teachers and special education teachers. To me, all students are the same and deserve the same care and attention that any young adolescent craves.
I wish to continue to apply what I have learned on the field from my coaches and uphold the strong character they have instilled in me in my future students.
Five years ago, I became a volunteer for Westerly Pee Wee Football’s senior team, which incorporates young adolescents aged 12 to 14. I wanted to give back to the Westerly football community after being a part of it for nine years previously. My coaches were leaders and motivators, several of them being teachers (even in the Youth level) and wished to become like them. I continually went to practices and became an official assistant coach midway through the season. Everyday I looked forward to practice because I ended up connecting with the players. I liked their quirky personalities, their goofy humor, their honest determination, and still mostly innocent view of the world.
When I meet a new player, or any young adolescent, I now see a person full of potential. I want to help shape them into confident, intelligent, and analytical people. I love coaching, and have become respected among fellow coaches and players’ parents. I became an officer in the Pee Wee organization a year ago. These accolades, however, are all by-products of my dedication and love of my players, and mean little when compared to the joy I get out of helping them succeed. Therefore, when I applied to the University of Rhode Island’s graduate school, I applied to the School of Education instead of the biological and environmental sciences program. Coaching had led me to my new dream and true calling: to become a middle school science teacher.
The first thing I did once I received my degree in biological sciences a year and a half ago was to become a substitute teacher for Westerly Public Schools. I approach the job with what I learned from coaching: compassion and understanding of any students I meet, because I do not know their personal background. I also know that each student also has a specific talent. I have substituted for general education teachers and special education teachers. To me, all students are the same and deserve the same care and attention that any young adolescent craves.
I wish to continue to apply what I have learned on the field from my coaches and uphold the strong character they have instilled in me in my future students.